Value and Understanding of Numeracy Practices in German Debt Counselling from the Perspective of Professionals

Autor/inn/en	Angermeier, Katharina; Ansen, Harald
Titel	Value and Understanding of Numeracy Practices in German Debt Counselling from the Perspective of Professionals
Quelle	In: ZDM: The International Journal on Mathematics Education, 52 (2020) 3, S.461-472 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Angermeier, Katharina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-019-01109-w
Schlagwörter	Numeracy; Debt (Financial); Money Management; Poverty; Decision Making; Adult Basic Education; Counseling Services; Mathematics Education; Professional Personnel; Counselor Attitudes; Context Effect; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Rechenkompetenz; Armut; Decision-making; Entscheidungsfindung; Adult; Adults; Education; Adult education; Erwachsenenbildung; Mathematische Bildung; Personalbestand; Ausland; Deutschland
Abstract	In dealing with over-indebtedness and poverty, numeracy appears necessary for affected persons, in order to use the scarce money available with foresight and to avoid financially negative decisions. However, numeracy as an essential part of (financial) basic education for adults has not yet been systematically taken into account in German debt counselling. Nor are the difficult conditions concerning over-indebted life situations considered sufficiently in theoretical models of numeracy or financial literacy. There is a lack of knowledge in adult mathematics education about the mathematical requirements in the context of over-indebtedness and the numeracy practices of persons affected. In this paper we therefore intend to clarify the understanding and significance of numeracy practices in over-indebted life situations from the perspective of German debt-counselling professionals. The empirical basis comprises qualitative data of two group interviews with debt-counselling professionals (n = 11). Amongst other things, our findings show the complexity of contextual factors in mathematical demands and numeracy practices in precarious living situations, which can help to develop current thinking on numeracy and financial literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01